Search Results (448)

Armed conflict poses a significant threat to the mental health of youth worldwide. This study focused on the role of teachers as protective agents fostering resilience among their students. The study examined the moderating effects of teachers’ personal well-being and their efficacy in the school on relations between their students’ armed conflict exposure and student psychiatric symptoms. Participants included 1260 students and their homeroom teachers from 62 8–11th grade classes. Using self-report standardized measures, teachers reported their life satisfaction and sense of efficacy while students reported their armed conflict exposure and psychiatric symptoms. Data were analyzed using a multilevel modeling (MLM) approach. Findings revealed positive correlations between student armed conflict exposure and psychiatric symptoms. In the between-class level of analysis, teacher personal life satisfaction and efficacy in participation in the school system emerged as protective factors for the students, significantly moderating relations between student exposure and their psychiatric symptoms. However, teacher efficacy in class management showed no significant moderating effect on student mental-health difficulties. Results highlight the importance of supporting teachers in conflict-affected environments and emphasize the need for preventive and therapeutic initiatives that prioritize teacher well-being and organizational resources to enhance teachers’ capacity to foster student resilience. Full article

This study investigated pre-service teachers’ (PTs) intentions to adopt generative AI (GenAI) tools in future classrooms by applying an extended Technology Acceptance Model (TAM). Participants were enrolled in multiple teacher-preparation programs within a single U.S. higher education institution. Through a structured GenAI-integrated activity using Khanmigo, a domain-specific AI platform for K-12 education, PTs explored AI-supported instructional tasks. Post-activity data were analyzed using PLS-SEM. The results showed that perceived usefulness (PU), perceived ease-of-use (PEU), and self-efficacy (SE) significantly predicted behavioral intention (BI) to adopt GenAI, with SE also influencing both PU and PEU. Conversely, personal innovativeness in IT and perceived cyber risk showed insignificant effects on BI or PU. The findings underscored the evolving dynamics of TAM constructs in GenAI contexts and highlighted the need to reconceptualize ease-of-use and risk within AI-mediated environments. Practically, the study emphasized the importance of preparing PTs not only to operate AI tools but also to critically interpret and co-design them. These insights inform both theoretical models and teacher education strategies, supporting the ethical and pedagogically meaningful integration of GenAI in K-12 education. Theoretical and practical implications are discussed. Full article

The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation of 3D multibase blocks to perform AR arithmetic calculations conducted through active methodologies in the future classroom lab (FCL). The aim of this study was to analyze pre-service teachers’ (PSTs) affective domain (emotion, self-efficacy, and attitude), engagement, motivation, and confidence. The sample consisted of 97 PSTs enrolled on the second year of the Primary Education degree, who were attending the “Mathematics and its Didactics” subject. The findings revealed a significant increase in PSTs’ satisfaction, fun, confidence, and pride, and a decrease in uncertainty, nervousness, and concern. Regarding PSTs’ self-efficacy, a significant improvement was observed in knowing the necessary steps to teach mathematical concepts and work in the FCL. No significant differences were found in attitude, engagement, and motivation; however, the PSTs showed a high disposition in all of them before starting the intervention. Additionally, the PSTs reported to be more confident, and it enhanced their knowledge in the use of 3D design and AR applications to create multibase blocks to support the teaching–learning content of arithmetic operations. Full article

Assessing teacher candidates’ self-efficacy in using reading strategies is essential for understanding their academic development. This study developed and validated the Teacher Candidates’ Self-Efficacy Scale for Informational Reading Strategies (TCSES-IRS) using a mixed-methods sequential exploratory design. Initial qualitative data from interviews with 33 candidates and a literature review guided item generation. Lawshe’s method confirmed content validity. The scale was administered to 1176 teacher candidates. Exploratory (n = 496) and confirmatory factor analyses (n = 388) supported a five-factor structure—cognitive, note-taking, exploration and preparation, physical and process-based, and reflective and analytical strategies—explaining 63.71% of total variance, with acceptable fit indices (χ²/df = 2.64, CFI = 0.912, TLI = 0.900, RMSEA = 0.069). Internal consistency was high (α = 0.899 total; subscales α = 0.708–0.906). An additional sample of 294 participants was used for nomological network validation. Convergent validity was demonstrated by significant item-total correlations and strong factor loadings. Discriminant validity was evidenced by moderate inter-factor correlations. Criterion-related validity was confirmed via significant group differences and meaningful correlations with an external self-efficacy measure. The TCSES-IRS emerges as a psychometrically sound tool for assessing informational reading self-efficacy, supporting research and practice in educational psychology. Full article

Inclusive higher education requires educators who are not only willing to teach inclusively but who also have the skills to do so. This preliminary study offers a blueprint on how to examine the effectiveness of a three-day professional development program to strengthen the attitudes, self-efficacy, and inclusive didactics of educators. We propose a quasi-experimental design with pre-, post-, and follow-up measures, to measure the effect of the professional development program at three levels: attitudes (SACIE-R), self-efficacy (TEIP), and inclusive teaching practices (adapted Teaching Practices Questionnaire). The results, although preliminary, show a small but significant decrease in concerns toward inclusive education over time. Self-efficacy, on the other hand, showed a non-significant but consistent increase, especially at follow-up. In terms of teaching practices, significant improvements were observed in the teaching of basic skills, but not in dealing with diversity or differentiating for individual students. These preliminary findings seem to underline that short professional development programs, while contributing to increased confidence and certain didactic skills, are not sufficient to achieve lasting changes in attitudes and inclusive teaching strategies. This suggests that lasting impact likely requires structural follow-up, practical support, and strengthening the inclusive learning climate within higher education institutions. Full article

This study investigates the development of cognitive, emotional, and social skills in pre-service teachers through extracurricular activities, addressing 21st century challenges in preparing educators for diverse learning environments. It was hypothesized that extracurricular activities would positively influence cognitive skills (self-efficacy, self-regulation), emotional dimensions (professional interest), social competencies (teacher–student relationships), and academic achievement. This study employed predictive correlational methodology based on an integrated theoretical framework combining Social Cognitive Theory, Self-Determination Theory, Self-Regulation Theory, and Interpersonal Relationships Theory within formal–informal learning contexts. A psychometrically robust instrument (“Scale on the Contribution of Extracurricular Activities to Professional Development”) was developed and validated through exploratory and confirmatory factor analyses, yielding a five-factor structure with strong reliability indicators (Cronbach’s α = 0.91–0.93; CR = 0.816–0.912; AVE = 0.521–0.612). Data from 775 pre-service teachers (71.1% female) across multiple disciplines at a Turkish university were analyzed using structural equation modeling (χ²/df = 2.855, RMSEA = 0.049, CFI = 0.93, TLI = 0.92). Results showed that extracurricular participation significantly influenced self-efficacy (β = 0.849), professional interest (β = 0.418), self-regulation (β = 0.191), teacher–student relationships (β = 0.137), and academic achievement (β = 0.167). Notably, an unexpected negative relationship emerged between self-efficacy and academic achievement (β = −0.152). The model demonstrated strong explanatory power for self-efficacy (R² = 72.8%), professional interest (R² = 78.7%), self-regulation (R² = 77.2%), and teacher–student relationships (R² = 63.1%) while explaining only 1.8% of academic achievement variance. This pattern reveals distinct developmental pathways for professional versus academic competencies, leading to a comprehensive practical implications framework supporting multidimensional assessment approaches in teacher education. These findings emphasize the strategic importance of extracurricular activities in teacher education programs and highlight the need for holistic approaches beyond traditional academic metrics, contributing to Sustainable Development Goal 4 by providing empirical evidence for integrating experiential learning opportunities that serve both academic researchers and educational practitioners seeking evidence-based approaches to teacher preparation. Full article

All individuals hold beliefs about their ability to successfully perform specific tasks. These beliefs, known as self-efficacy, play a key role in guiding and motivating human behavior. In education, both teachers’ self-efficacy beliefs and the collective efficacy shared by teachers within a school have been linked to improved performance, well-being, and job satisfaction among students and educators. While these constructs have been widely studied in various countries and contexts, little is known about them in Mexico, the country with the largest Spanish-speaking population worldwide. This study is the first to examine the relationship between teacher self-efficacy (TSE), collective efficacy, and other teacher- and school-level variables in Mexico. Given the absence of psychometrically robust instruments to assess collective efficacy among Spanish-speaking teachers, the Collective Teacher Beliefs Scale (CTBS) was first adapted into Spanish, and its psychometric properties were evaluated. Subsequently, multilevel analyses incorporating teacher- and school-level factors revealed that professional development on multicultural communication, classroom autonomy, and collaboration, at the teacher level, and collective efficacy and stakeholder participation, at the school level, were significant predictors of TSE. Finally, implications for future practice and policy are discussed. Full article

Teacher mental health is a growing concern in educational and public health systems worldwide. This meta-analysis systematically examines the relationship between teacher self-efficacy—a core construct in social cognitive theory—and job satisfaction, both considered crucial indicators of occupational well-being. A total of 39 studies involving teachers across 18 countries were analyzed, yielding a significant positive correlation between self-efficacy and job satisfaction (r = 0.41, p < 0.001), with notable heterogeneity (I² = 97%). Subgroup analyses revealed that the relationship was significantly stronger among teachers in high school and post-secondary contexts, and in studies conducted in Southern Hemisphere countries, highlighting the role of contextual and systemic moderators such as educational level and geographic inequality. The findings underscore the need for school- and policy-level interventions that bolster teachers’ self-efficacy through professional development, emotional support, and improved working conditions. Such interventions are essential not only for enhancing job satisfaction and reducing attrition but also for promoting the psychological resilience and well-being of the global teaching workforce. The study provides evidence-based insights into education and health policymakers aiming to support teacher retention and mental health through scalable, targeted initiatives. Full article

This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led case study approach, data were collected from 94 students, including interviews with 16 participants, reflective logs, group worksheets, and classroom observations. Thematic analysis identified four key outcomes: (1) strengthened student–teacher interaction through collaborative group work, (2) enhanced self-efficacy via simulated interviews, (3) increased career motivation through real-world exposure, and (4) deeper reflection supported by digital tools. Findings suggest that integrating experiential, collaborative, and technology-enhanced pedagogies can promote meaningful engagement and transferable skill development in applied higher education. Full article

Amid the ongoing digital transformation of higher education, increasing attention has been paid to the impact of digital technologies on teaching quality—particularly in physical education settings that require high levels of interaction and physical engagement. This study examined 1158 university students across China using a cross-sectional design, integrating interpretable machine learning models with structural equation modeling to systematically assess how the frequency of use of seven common digital technologies influences teaching quality in physical education classes. The study also investigated the mediating roles of perceived teacher support and academic self-efficacy. Nine machine learning models and logistic regression analyses were conducted to predict teaching quality, employing feature permutation importance and SHapley Additive exPlanations (SHAP) to evaluate the relative contribution of each digital tool. Results identified multimedia courseware, e-textbooks, and question banks as the most influential predictors of teaching quality. The SHAP analysis further revealed that management software, educational websites, and multimedia materials had significant positive effects and exhibited synergistic interactions in improving teaching outcomes. Structural equation modeling showed that digital technology use had a significant direct positive effect on teaching quality (B = 0.347, p < 0.001). Moreover, perceived teacher support and academic self-efficacy not only served as independent mediators (95% CI = [0.146, 0.226], p < 0.001; 95% CI = [0.024, 0.063], p < 0.001) but also functioned as a chain mediating effect (95% CI = [0.036, 0.083], p < 0.001). This study is the first to integrate interpretable machine learning with structural modeling to elucidate the mechanisms through which digital technologies influence teaching quality in university-level physical education. The findings underscore the critical mediating roles of teacher support and student self-efficacy, providing both theoretical contributions and practical implications for enhancing digital pedagogy in higher education. Full article

Programming education has become increasingly vital within global K–12 curricula, and large language models (LLMs) offer promising solutions to systemic challenges such as limited teacher expertise and insufficient personalized support. Adopting a human-centric and systems-oriented perspective, this study employed a six-week quasi-experimental design involving 103 Grade 7 students in China to investigate the effects of instruction supported by the iFLYTEK Spark model. Results showed that the experimental group significantly outperformed the control group in programming performance, cognitive interest, and programming self-efficacy. Beyond these quantitative outcomes, qualitative interviews revealed that LLM-assisted instruction enhanced students’ self-directed learning, a sense of real-time human–machine interaction, and exploratory learning behaviors, forming an intelligent human–AI learning system. These findings underscore the integrative potential of LLMs to support competence, autonomy, and engagement within digital learning systems. This study concludes by discussing the implications for intelligent educational system design and directions for future socio-technical research. Full article

Developing a strong sense of self-efficacy is thought to be decisive for student teachers to help them prepare for challenges in the profession. However, while most recognize that confidence in teaching involves multiple and interrelated dimensions, we know little about the interplay between dimensions, hindering our understanding of how self-efficacy is nurtured and affected. This study examines how different self-efficacy dimensions relate, using a recently developed and targeted measure of Practice Self-Efficacy (PSE) for student teachers. With chain graph models, used on survey data from 405 first-year student teachers from a Danish University College, we find that most, but not all, PSE dimensions are related, with the strongest associations found among dimensions within the Teaching-related domain. Most PSE dimensions were not associated with student teachers’ background characteristics, except for Differentiation PSE and Teaching in itself PSE. Thus, teaching experience prior to teacher education was negatively associated with Differentiation PSE, whereas it was positively associated with Teaching in itself PSE and with differing strengths dependent on chosen teaching major. The results point to possible areas in teacher education where interventions may effectively enhance practice self-efficacy among first-year students. Full article

Background/Objectives: This study assessed teacher self-efficacy in school-based asthma management in two southern states in the United States. Current literature focuses primarily on supporting school-based asthma management, but few studies have focused on teacher self-efficacy in the asthma management process. Methods: With data collected from a two-state survey of a randomly selected group of teachers in grades kindergarten to grade eight (n = 379), teachers’ demographic variables, general opinions about asthma management practices, and their self-perceptions on the Teacher Asthma Management and Information Seeking Scale, which assesses self-efficacy, were examined. Results: Teachers’ self-efficacy in managing asthma and seeking information was significantly higher among teachers who had completed in-service professional learning sessions and those who had access to community resources or links to community agencies. Additionally, teachers with personal experience of chronic illness, asthma, or allergies and those who had students with chronic illnesses in their classrooms reported higher self-efficacy scores. Conclusions: Findings suggest that providing professional learning about asthma for teachers, offering access to asthma action plans and community resources, and increasing awareness of chronic conditions and training for handling medical emergencies can enhance teachers’ self-efficacy and improve outcomes for students with chronic illnesses. Full article

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

Voice disorders occur frequently in schoolteachers. The aim of the present cross-sectional study involving 124 German teachers was to investigate whether singing, voice training, and high self-efficacy are protective factors for vocal health. Furthermore, vocal self-concept was examined as a potential mediator explaining this relationship. Participants were assigned to the cases group if they had a clinically significant finding in voice examinations consisting of video laryngoscopy (VLS), auditory assessment (RBH), and the Voice Handicap Index (VHI) were assigned to the cases group. Psychosocial assessments comprised questions about singing activities and participation in voice training as well as validated questionnaires regarding self-efficacy (LSWS) and vocal self-concept (FESS). Group comparisons and mediation analyses were conducted. Analyses revealed a decreased risk of voice problems for teachers who sing regularly (OR: 0.442, p = 0.038). Furthermore, the absence of voice problems was associated significantly with higher self-efficacy ratings (t(113) = 1.71, p = 0.045). Both associations were mediated by vocal self-concept ratings (singing: ab = −0.422, 95%-CI [−1.102, −0.037]; self-efficacy: ab = −0.075, 95%-CI [−0.155, −0.022]). Participation in voice training in the past did not reduce the risk of voice problems significantly. The presented data suggest that regular singing and self-efficacy should be promoted in health care and prevention programs. Since no impact of sporadic participation in voice training activities on the occurrence of voice problems was found, efforts regarding the transfer of regular vocal exercises into daily life need to be intensified. Full article